Data-Based Decision-Making

Data-Based Decision-Making 

Data-based decision-making is a process used to inform whether students’ academic, behavioral, and social-emotional needs are being met within the context of the health of core instruction (Tier 1) and supplemental intervention (Advanced Tiers). Universal screening, progress-monitoring, diagnostic, and summative measures are used to regularly inform instruction and intervention toward enhanced outcomes for all students, including students with disabilities.  

Within the elementary and secondary levels, the health of core instruction is informed by the percentage of students who reach benchmark status on time in fall, winter, and spring and remain at benchmark status as a function of expected growth rates each year. For students who present with risk, the combination of meaningful access to healthy, standards-aligned core instruction (Tier 1) and healthy, supplemental evidence-based intervention (Advanced Tier Supports and Services) matched to need is expected to result in above-typical growth rates over time for the majority, including students with disabilities. 

As indicated above, the ongoing monitoring of student achievement and growth patterns over time using reliable and valid data sources is a critical component of data-based decision-making. Ideally and within an effective, sustainable MTSS, increasing percentages of students reach benchmark status on time, decreasing percentages of students are in receipt of the most intensive supports and services, and issues related to disproportionality are addressed and mitigated. For all students, including students with disabilities, the goal of MTSS is enhanced growth and achievement toward successful post-secondary academic, behavioral and social-emotional outcomes.  Common tools that school-based teams use include individual problem-solving and Tier-3 problem-solving as well as an array of protocols, surveys, and forms. 

 

Common Data-Based Decision-Making Talking Points: 

1. Describe how systems or tools assist educators with user-friendly access to student and classroom performance data and interpretative reports. 
2. Describe the extent to which the design of the building schedule (annual assessment calendar) supports opportunities for ongoing “data examination.” 
3. Attach sample meeting notes (with student names redacted) that verify the establishment of grade level goal setting, identification of core instructional strategies matched to student needs/goals, how grade level goal attainment is monitored, and indicators of met goals. 
4. Based upon the disaggregated performance of students with disabilities, English Learners, and students with economic disadvantage, describe changes that have led to improved core and supplemental instruction and intended outcomes. 
5. Identify the progress monitoring measures you use and what would happen if a student’s performance continued to fall below grade level expectations after a designated period of supplemental intervention.